Zurlina Thesis

1
THE EFFECT OF DIALOGUE JOURNAL METHOD

TOWARD STUDENTS WRITING ABILITY
FOR THE EIGHTH GRADERS OF SMPN 2 SIKUR
IN THE SCHOOL YEAR 2011/2012
ZURLINA ISMI
NPM. 07460314
A Thesis
Submitted to HAMZANWADI SELONG College of Teacher Training
and Education in the Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan in English Language Education
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION
DEPARTMENT OF LANGUAGE AND ART EDUCATION
STKIP HAMZANWADI SELONG
2012
2
ABSTRACT
Zurlina Ismi. 2012. The Effect of Dialogue Journal Method toward
Students Writing Ability for the Eighth Graders of SMPN 2 Sikur in the
School Year 2011/2012. Undergraduate Thesis. Study Program of English
Language Education. Department of Language and Art Education
HAMZANWADI SELONG College of Teacher Training and Education.
Advisors: (1) M. Zulpiani Hamdi, M.Pd. and (2) Endang Susilawati, M.Pd.
Key Words: Dialogue Journal Method, Students Writing Ability
Dialogue journal method is a writing method that consistent with a learner-
centered curriculum orientation, in which learners write to express themselves, to
make sense of their own and others experiences, and also to develop their
abilities. The purposes of this research were to know the effect of dialogue journal
method toward students writing ability for the eighth graders of SMPN 2 Sikur in
the school year 2011/2012 and to know the extent effect of dialogue journal
the school year 2011/2012.
The method used in this study was a true-experimental design. The population of
the study was eighth graders of SMPN 2 Sikur in the school year 2011/2012 which
consisted of 64 students. The data collection was done by divided the students into
experimental group and control group by giving pre-test and post-test. While, t-
test used to analyze whether the alternative hypothesis was accepted or not.
Based on the result of data analysis, the present researcher found that the mean
score on post-test was 55.81 for the experimental group and 51.22 for the control
group, while on the pre-test, the experimental group was 52 and 52.13 for the
control group where for the experimental group on pre-test, the lowest score was
43 and the highest score was 66, while in the post-test, the lowest score was 46
and the highest score was 67. For the control group in the pre-test obtained the
lowest score was 43 and the highest score was 70, while in the post-test, the
lowest score was 42 and the highest score was 66. The level significance ()
0,05%, was got t-test was bigger than t-table that was t-test = 3.22 > t-table =
1,67. It means that there was effect of dialogue journal method toward students
writing ability for the eighth graders of SMPN 2 Sikur in the school year
2011/2012. It is suggested for English teacher that opportunities should be
provided for students to practice writing in order to improve their writing ability.
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ABSTRAK
Zurlina Ismi. 2012. Pengaruh Metode Dialog Journal terhadap Kemampuan
Menulis Siswa Kelas Delapan di SMPN 2 Sikur pada Tahun Ajaran 2011/2012.
Skripsi. Program Studi Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa
dan Sastra. Sekolah Tinggi Keguruan dan Ilmu Pendidikan Hamzanwadi Selong.
Pembimbing: (1) M. Zulpiani Hamdi, M.Pd. dan (2) Endang Susilawati, M.Pd.
Kata Kunci: Metode Dialog Jurnal, Kemampuan Menulis Siswa
Metode dialog jurnal adalah sebuah metode menulis secara konsisten
dengan mengacu pada orientasi kurikulum, dimana siswa menulis untuk
mengekspresikan diri mereka sendiri, mengenai hal yang masuk akal dari
pengalamannya masing-masing dan bertujuan untuk mengembangkan
kemampuan mereka.Tujuan penelitian ini adalah untuk mengetahui apakah ada
pengaruh metode dialog jurnal terhadap kemampuan menulis siswa pada siswa
kelas 8 di SMPN 2 Sikur pada tahun ajaran 2011/2012 dan untuk mengetahui
sejauh mana pengaruh metode dialog jurnal terhadap kemampuan menulis siswa
pada siswa kelas 8 di SMPN 2 Sikur pada tahun ajaran 2011/2012.
Metode yang dipakai dalam penelitian ini adalah penelitian eksperimental.
Populasi pada penelitian ini adalah kelas 8 di SMPN 2 Sikur yang terdiri dari 64
siswa. Pengumpulan data dilakukan dengan membagi sample menjadi 2 yaitu
kelompok eksperimen dan kelompok pembanding dengan memberikan pre-test
dan post-test. Sedangkan t-test digunakan untuk menganalisa apakah hipotesis
alternatif diterima atau tidak.
Berdasarkan hasil dari analisa data, peneliti memperoleh rata-rata skor
pada post-test untuk kelompok eksperimen adalah 55.81 dan 51.22 sedangkan
pada post-test untuk kelompok eksperimen rata-rata skornya adalah 52 dan untuk
kelompok pembanding memperoleh rata-rata skor 52.13 dimana untuk kelompok
eksperimen pada pre-test, skor terendah adalah 43 dan skor tertingginya adalah
66, sedangkan pada post-test, skor terendah untuk kelompok eksperimen adalah
46 dan skor tertinggi adalah 67. Untuk kelompok pembanding pada pre-test, skor
terendah adalah 43 dan skor tertingginya adalah 70, sementara pada post-test, skor
terendah adalah 42 dan skor tertingginya adalah 66. Dengan taraf signifikansi ()
0,05%, diperoleh t-test lebih besar dibandingkan t-tabel yang yaitu t-test = 3.22 >
t-tabel = 1,67. Ini berarti bahwa ada pengaruh metode dialog jurnal terhadap
kemampuan menulis siswa pada siswa kelas 8 di SMPN 2 Sikur pada tahun ajaran
2011/2012. Disarankan kepada guru bahasa Inggris untuk memberikan
kesempatan kepada siswa untuk praktek menulis untuk meningkatkan kemampuan
menulis mereka.
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DECLARATION
I declare that this thesis does not contain material which has been accepted for the
award of any other degree or diploma in any university, nor does it contain
material previously published or written by any other person, except where due to
the reference is found in the text of the thesis.
Zurlina Ismi
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APPROVAL
ZURLINA ISMI
NPM. 07460314
This is to certify that this thesis has been approved by the advisors for the thesis
defense.
Approved by:
Advisor I,
M. ZULPIANI HAMDI, M. Pd.
NIS. 3303121119
Advisor II,
ENDANG SUSILAWATI, M. Pd.
NIS. 3303121182
Acknowledged by:
Study Program of English Language Education
Head,
BAIQ RISMARINI NURSALY, M. Hum.
NIS. 330 312 1259
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RATIFICATION
ZURLINA ISMI
NPM. 07460314
Accepted by the Board of Examiners as the requirement for the degree of Sarjana
Pendidikan in English Language Education on ...
Board of the Examiners

Usuluddin, M. Pd. ..........................................
NIS. 3303121094
(Chairman)
M. ZULPIANI HAMDI, M. Pd. ..........................................
NIS. 3303121119
(Member)
ENDANG SUSILAWATI, M. Pd. ..........................................
NIS. 3303121182
(Member)
Acknowledged by:
HAMZANWADI SELONG College of Teacher Training and Education
Assistance 1,
Dr. Khirjan Nahdi, M. Hum
NIDN. 0804026801
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DEDICATION
This thesis is dedicated to:
My beloved parents
for endless love, pray, care, and everything you have
give for me.
My dearest young sisters
for being my lovely family.
And all my friends who have given me unforgettable
friendship and memories until this time.
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MOTTO
PRACTICE MAKES PERFECT
(BY RESEARCHER)
Praise be upon to Allah SWT, the Lord of the Universe, that under His blessing
and great guidance, I am eventually able to complete this thesis as one of the
requirements for the degree of
Education.
In accomplishing this thesis, I deservedly would like to acknowledge my deepest
appreciation to the following persons who have helped and supported me to
accomplish my thesis:
1. Ir. Hj. Siti Rohmi Dja
SELONG College of Teacher Training
present researcher a chance to study at STKIP HAMZANWADI SELONG.
2. All of lecturers who have
SELONG College of Teacher Training and Education
3. Zulpiani Hamdi, M.Pd.
as the second advisor who has given their charm ideas, suggestion and many
other things which were useful in completing this thesis.
4. All of teachers of
who has supported me and guided me in accomplishing this the
5. Baiq Rismarini Nursaly, M.Hum as the Head of Study Program of
Language Education for her helps me in administration affairs.
6. For my parent, the most amazing persons who I have ever known, I love
you so much until I die.
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ACKOWLEDGEMENTS
requirements for the degree of Sarjana Pendidikan in English Language
this thesis, I deservedly would like to acknowledge my deepest
Rohmi Djalilah, M.Pd., as the Head of HAMZANWADI
SELONG College of Teacher Training and Education who has given the
All of lecturers who have taught me during study in the HAMZANWADI
SELONG College of Teacher Training and Education.
Zulpiani Hamdi, M.Pd., as the first advisor and Endang Susilawati,
other things which were useful in completing this thesis.
All of teachers of SMPN 2 Sikur, especially for Mr. Mashuruddin,
me and guided me in accomplishing this thesis.
Baiq Rismarini Nursaly, M.Hum as the Head of Study Program of
Language Education for her helps me in administration affairs.
For my parent, the most amazing persons who I have ever known, I love
so much until I die.
in English Language
this thesis, I deservedly would like to acknowledge my deepest
lilah, M.Pd., as the Head of HAMZANWADI
and Education who has given the
during study in the HAMZANWADI
Endang Susilawati, M.Pd.,
. Mashuruddin, S.Pd.,
Baiq Rismarini Nursaly, M.Hum as the Head of Study Program of English
For my parent, the most amazing persons who I have ever known, I love
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7. My sisters, and relatives, thank you for your attention.
8. My best friends (Zohriyah, Sri, Marni, Anah, Kusuma, Amrul, Arif), thank
you for your friendship, without you all my days are not beautiful.
9. For my entire classmate in English language education, thank you for all
moments, wish you all the best.
10. For all people who have given colors in my life, you fill my world with
strength, courage, memories, and meaning, thank you so much.
Finally, I hope the readers could contribute developmental criticism and
suggestion to improve this thesis.
Zurlina Ismi
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CONTENTS
TITLE PAGE ................................................................................................. i
ABSTRACT................................................................................................... ii
ABSTRAK..................................................................................................... iii
DECLARATION............................................................................................ iv
APPROVAL PAGE........................................................................................ v
RATIFICATION............................................................................................ vi
DEDICATION ............................................................................................... vii
MOTTO ......................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................ ix
TABLE OF CONTENTS................................................................................ xi
LIST OF TABLES.......................................................................................... xiv
LIST OF APPENDICES................................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study ........................................................................... 1
B. Focus of the Study .................................................................................... 4
C. Statement of the Problems ........................................................................ 4
D. Purpose of the Study ................................................................................. 4
E. Significance of the Study ........................................................................... 5
CHAPTER II REVIEW OF LITERATURE AND HYPOTHESIS
A. Concepts of Writing .................................................................................. 6
1. Aspect of Writing .................................................................................. 7
2. Function of Writing Purpose .................................................................. 8
3. The Writing Process .............................................................................. 9
4. Concept of Good Writing ...................................................................... 10
5. Macro and Micro Skill of Writing .......................................................... 15
B. Teaching Writing ....................................................................................... 16
1. The Teaching Writing for Junior High School ........................................ 16
2. The Problems in Teaching and Learning Writing.................................... 17
3. The Curricular Objectives of Teaching Writing Skill .............................. 19
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C. Assessing of Writing .................................................................................. 20
D. Dialogue Journal ....................................................................................... 23
1. The Nature of Dialogue Journal ............................................................. 23
2. Benefit of Using Dialogue Journal ......................................................... 24
3. The Steps of Making Dialogue Journals ................................................. 26
4. The Affective of Dialogue Journals ....................................................... 29
E. Relevant Study .......................................................................................... 30
F. Theoretical Framework .............................................................................. 32
G. Hypothesis ................................................................................................ 34
CHAPTER III RESEARCH METHODOLOGY
A. Research Design......................................................................................... 35
B. Setting of the Study.................................................................................... 35
C. Population and Sample of the Study .......................................................... 35
1. Population of the Study ......................................................................... 36
2. Sample of the Study .............................................................................. 36
D. Data Collection ......................................................................................... 37
1. Identifying the Variable ........................................................................ 37
2. Defining Operationally the Variables .................................................... 37
3. Instrument of the Study ......................................................................... 37
4. Technique of Data Collection ................................................................ 39
E. Data Analysis ............................................................................................ 42
1. Descriptive Statistics ............................................................................. 42
2. Hypothesis Testing ............................................................................... 42
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Description Statistics ................................................................................ 44
B. Discussion ................................................................................................ 49
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion ............................................................................................... 52
B. Suggestions .............................................................................................. 53
REFERENCES
APPENDICES
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LIST OF TABLES
Table 1 Assessing of Writing........................................................................... 21
Table 2 Population of the Study....................................................................... 36
Table 3 Writing Assessment ............................................................................ 40
Table 4 The Highest Score, the Lowest Score, Mean, and Standard Deviation of
Students Pre-test of the Eighth Graders of SMPN 2 Sikur in the School
Year 2011/2012 ................................................................................... 46
Table 5 The Highest Score, the Lowest Score, Mean, and Standard Deviation of
Students Post-test of the Eighth Graders of SMPN 2 Sikur in the School
Year 2011/2012.................................................................................... 47
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LIST OF APPENDICES
Appendix 1 Rencana Pelaksanaan Pembelajaran (RPP)
Appendix 2 Instruments of the Research
Appendix 3 The Result of Pre-Test for Control Group
Appendix 4 The Result of Post-Test for Control Group
Appendix 5 The Result of pre-Test for Experimental Group
Appendix 6 The Result of Post-Test for Experimental Group
Appendix 7 Hypothesis Testing
Appendix 8 The Analysis of Mean Score, Ideal Mean Score (Mi), and Ideal
Standard Deviation
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CHAPTER I
INTRODUCTION
A. Background of the Study
According to (Depdiknas, 2006), the Junior High School students are
expected to be able to create many kinds of functional text and monolog in the
form of procedure, descriptive, recount, narrative, and report. There are four
language skills including listening, speaking, reading, and writing which
should be mastered by the learners.
Writing is the act or art of forming letters and characters on paper, wood,
stone, or other material, for the purpose of recording the ideas which characters
and words express, or of communicating them to others by visible signs. In
other words, in writing, a writer communicates his/her ideas by considering a
known or unknown reader who will get their ideas and their meanings in the
form of correct written text but also the reader who will read the text (Byrne,
1990, p.4).
Oshima (1998, p.2) notes that whenever a writer writes, he/she has to
consider the people who will read what she/he has written. By knowing the
reader, it will help the writer to communicate clearly and effectively.
According to Byrne (1990, p.3), there are some difficulties related to writing.
Firstly, there is psychological difficulty in which the writer has to decide what
information the reader needs and how best to express this. It means that there is
no immediate interaction between the writer and the reader. Secondly, there is
linguistic difficulty in that the language used in written language is different
from that used in speech. In this case, the writer has to know the conventions of
written language. Thirdly, there is cognitive difficulty in which that the
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students have to organize their thought on paper. Sometimes, they lose ideas
when they are obliged to write and they do not know what to say.
From the preliminarily observation at SMP Negeri 2 Sikur, the reality
showed that the majority of students dislike writing. When faced with a writing
task, most students reacted with negative comments. A teacher who did not try
to see the real message behind these comments can easily become discouraged.
The students hate writing and to prevent it, the teacher would consider what
students actually mean boring, and the possibility that students were actually
expressing their insecurity and lack of confidence in completing the task.
The present researcher concluded that there were two main causes: from
teacher and students. Firstly, the teacher used traditional strategy in which she
only demanded the students is writing language rules. The students were
seldom trained to make a better writing by using various methods. The
methods used were monotonous. The teacher asked the students to write in a
certain topic. The time given was limited. They sometimes lost their ideas, so
they could not continue their writing. They also thought that time for writing
was limited. Because of these they got difficulties in writing and the result of
their writing were still far from what were expected. To solve it, the present
researcher tried to apply dialogue journal method in teaching and it was useful
both of teacher and students.
Dialogue journal method is one of the activities in writing that can
provide students with the opportunity to explore and experiment with language.
By using dialogue journal method, the teacher could engage in multifaceted
interactions with her students. Ideas, feelings and concerns can be shared in a
private way. A dialogue journal method is a written conversation between the
teacher and the student. The topic is random and the role of the teacher is not to
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directly correct students writing, but to communicate and stimulate the student
to write further on (Peyton, 1993, p.2).
By using dialogue journal method, the students could write freely to the
teacher as in a letter. While, the teacher could answer questions and makes
comments about the students entry, making sure the answers provide correct
structures, grammar and spelling. Related to this statement, Harmer (2004,
p.126) noted that advantage of dialog journal method is that the writer can
decide freely which form to employ in writing. The writer is not bounded to
any particular genre and moreover, the writer knows that his or hers freedom of
expression is not to be corrected or graded by the teacher.
It was very important thing, and probably the most important about the
dialogue journal method. It gives teachers more information about their
students. It was an absolutely private written conversation between the teacher
and the student dealing with interests, fears, needs and happy events, relevant
to students. Students wrote spontaneously about themselves because they did
not experience the stress or fear of not knowing how to express something
correctly.
There was time to deal with the new structures and the teacher was there
to clarify any situation. The dialogue journal method expanded the time each
student had to communicate with the teacher, giving the teacher a wider view
to approach and tackle individual needs. Students could write things they were
shy to say out loud or they did not want to present in front of schoolmates
(Harmer, 2004, p.126).
Referring to the above phenomenon, the present researcher was
investigated about the effect of dialogue journal method toward students writing
ability for the eighth graders of SMPN 2 Sikur in the school year 2011/2012.
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B. Focus of the Study
In order to investigate more deeply, the subjects of the study was taken
from the eighth graders of SMPN 2 Sikur in the school year 2011/2012 while the
object of the study was limited to the effect of dialogue journal method toward
students writing ability.
C. Statement of the Problems
Based on the background of the study above, the present researcher
formulated the problems of this investigation as follows:
1. Is there any effect of dialogue journal method toward students writing
ability for the eighth graders of SMPN 2 Sikur in the school year
2011/2012?
2. To what extent is the effect of dialogue journal method toward students
2011/2012?
D. Purpose of the Study
The purposes of the study could be stated based on the statement of the
problems as follows:
1. To know the effect of dialogue journal method toward students writing
2. To know the extent effect of dialogue journal method toward students writing
E. Significance of the Study
The result of this study was intended to give contribution in teaching
English both theoretically and practically.
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1. Theoretically
a. The results of this study are expected as reference to the other researcher
who wants to study more about teaching writing by using dialogue journal
method.
b. The results of this study are able to add some concept of dialogue journal
method in teaching writing.
2. Practically
a. The results of this study are expected as an instrument of measuring the
teachers approach, and can develop our knowledge on language teaching
and learning through the real investigation.
b. The finding out of this study can be applied in teaching English especially
in teaching writing, in order to increase the students achievement and
motivate them in learning English better.
F. Assumption of the Study
This study was conducted based on the following assumptions.
1. The students of SMPN 2 Sikur have been taught about dialogue journal method
2. All of the eighth graders of SMPN 2 Sikur have some background knowledge
in learning English.
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CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Concepts of Writing
McCrimon (1986, p.221) noted that writing requires comprehensible
notions of the writer himself, the rules of a good writing as well as the elements
of writing, who is the reader, appropriate sentence pattern, be fitting word
choice (diction) and also clear and proper mechanics of writing such as
spellings and punctuation.
According to Gere (1985, p.4), writing is communication, writing is
self-expression, writing is public, writing is rule-governed, behavior, and away
to learning. Writing communication; its ask the writers to express themselves.
When it is shared with audience, writing becomes course. It follows rules and
foster to learning, of course, the amount of emphasizes of each of these
function vary according to the writing task.
Hubbard, et. al. (1982, p.62) stated that writing is the skill most
neglected. A lot of modern English Language Teaching (ELT) method under
the influence of Audio Lingual Method stresses the importance of speech, with
writing becoming a very poor. Second, it is no wonder that, frequently writing
is taught very sketchily, it at all. All too often, when written work is set, it is
assumed that the students can say something they should be able to write it.
Thus little preparation is done form written work in class assignments which
are far too difficult is set. One of those preparations is to know the sequence of
sentence. This follows grammatical rules. A qualified and efficient written
work is any writing that avoids using illogical or awkward construction.
Furthermore, well-constructed sentences are one of the major
conditions to create qualified description writing, for instance the use of
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pronoun reference. The paragraph, which is lack of pronoun reference,
will cause ambiguity. For example in the sentence, Because Kyle is more
interested in literature than in Biology, he sometimes slights it. The
pronoun it has no clear antecedent and might refer to either literature or
biology. So the sentence must be: Kyle is interested in literature sometimes
makes him slight biology (McCrimon, 1986, p.47).
To similar extant, the sentence I lost front tooth, which embarrassed
me. The relative pronoun, which refers to the whole main clause. In the
revision the sentence is recast in order to avoid the vague reference. So the
revision of sentence must be losing a front of tooth embarrassed me
(McCrimon, 1986, p.50).
1. Aspects of Writing
Writing is one language skill which must be taught to the students. It
is the same importance as the other language skills. It is an indirectly way of
communication but it is very important in human life in expressing thoughts
and feelings in the form of writing especially for the students.
Heaton (1974, p.138) said that there are three skills involved in
writing; competence, grammatical skill, stylizes skill and mechanical skill.
Grammatical skill is the ability in arranging sentence by following the rules
of grammar, bought I a cake is not grammatical, while I bought a cake is.
Stylistic skill is the ability in manipulating sentence in effective language,
For example: Ratna goes to mini market every day, Ratna goes to mini
market on foot, is not effective, and while Ratna goes to mini market on foot
everyday is.
Mechanical skill is the ability to apply the graph convention such as;
spelling and punctuation, while McCrimon (1986, p.70) reported that the
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writing competence has four aspects; a) Orthography is language sound
description which is in the form of writing or a symbol and language
spelling system. b) Structure is the arrangement of rule in a language
becoming meaningful language units. c) Vocabulary is the total number of
word in a language. d) Fluency in the writing ability implemented with a
properly speed.
Based on the explanation above, it can be concluded that aspect of
writing is very important to make the writing is written understandable
based on the rule of English language and avoid the misunderstanding of
messages that writer wants to deliver in his/her writing.
2. Function of Writing Purpose
According to Tarigan (1993, p.24), there are some purposes of writing
as follows: a) As assignment of purpose; it means the writer will not only
write something because of her / his wiling but he/she writes something of
assignment purpose. For example: the students have assignment from his /
her teacher at school. b) As altruistic purpose; it means the writer wants to
make the readers happy: enjoy and pay attention to the writing in the others
words writing consist of to parts: a few general statements about the subject
attention and a those statement to state the specific subdivisions of the
topics and or the plan on your pope. The example of altruistic purpose is
comic writing short story- novel an etcetera. c) As persuasive purpose; it
means writing which purpose to convince the reader about the clear the idea
of the writer. It is usually in writing article and arguments composition. d)
As informational purpose; it means the purpose of writing is to give and an
in information or explanation to the reader. e) As self-expressive purpose; it
means the writer is something which purpose to introduce himself to reader.
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The writing of bibliography is talking about some ones identity and his life.
f) As creative purpose; it means that the writer, write something which
purpose to extend the artistic valets. g) as problem solving purpose; it
means the writer tries to explain to the readers about how to solve a
problem.
3. The Writing Process
Petty and Jensen (1980, p.36) stated the writing process consists of:
a. Pre - Writing
Pre-writing is the first stage in writing process, begins long before
the writer puts thoughts into writing the experiences, observations and
interactions that students have an impact upon when they will write and
how they will write it.
b. Planning
After students have generated some ideas, they must decide what
they will say about their chose topic. Students develop an initial plan for
the product they will compose. As they do so, they must consider the
purpose, audience, point of view and format because these elements have
implications for both the planning and the drafting of the written product.
c. Drafting
At this point in the process, the emphasis is on content and
meaning rather than on mechanics and conventions this is the time for
written to get down their ideas and thoughts, composing rough drafts
based upon pre-writing and planning activities and considerations.
d. Post Writing
When students have an authentic audience and purpose, they want
to rework their writhen drafts, polishing them for presentations or
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publications. Teachers may encourage students to share certain pieces or
determine the number of pieces that the students a required to share or
publish within a set time period, but ultimately the decision about which
pieces to share, and with whom should be left up to the writer.
4. Concept of Good Writing
A good writing should pay serious attention to the use of writing
mechanics. Those mechanics according to McCrimon (1986, p.95) consisted
of:
a. Punctuations
There are tense of marks or punctuation that is used in
writing. Those marks are: period [.], comma [,], semicolon [;], question
mark [?], exclamation mark [!], quotation mark [.], apostrophe [],
dash [-], parentheses [/], square brackets [[]], and brackets [{} or ()]. Most
of those marks have highly specialized function, and once these functions
are understood, it is easy enough to use the specialized punctuation
marks correctly. The chief exception, perhaps, is the comma, which is at
once the most common marks of punctuation and the one with the most
complex uses.
b. Spelling
McCrimon (1986, p.68) said that a good writer can be seen from
his/her ability in checking false or ambiguous spelling. Related to this
statement, the students should be precisely to avoid making errors in writing
such as:
1) Word containing a colorless vowel. A vowel in an unstressed position
(for example, ago, agent, awkward, maintenance, incredible, bachelor) is
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likely to be pronounced as very weak uh. This sound is called this
colorless, or neutral.
2) Words with ie and ei (for example: studies, properties, experiences and
seize, perceive, receive, receipt, etc).
3) Word with similar sound but different meanings, (for example:
ship/sheep, bear/beer, hour/our, etc).
4) Word with irregular plural forms (for example: child/children,
radius/radii, mouse/mice, cactus/cacti, basis/bases, man/men, tooth/teeth,
person/people, foot/feet, ox/oxen, penny/pence, etc).
5) Word with similar consonant (for example, access/excess, advice/advise,
suit/suite, moral/morale, council/counsel, etc).
c. Capitalization
Capital letters are also the most important aspects of writing
mechanics. The following parts will describe the rules of capitalizations (the
use of capital letters) (McCrimon, 1986, 69).
1) Capitalize the first word of every sentence and of every line of regular
poetry.
For example:
Ask for Mr. Salim. He is in charge of service
Too bad! Better luck next time!
Earth has not anything to show fairer;
Dull would he be of soul who could pass
A sight so touching in its majesty
2) Capitalize the first word of a direct quotation
For example:
Who said, We have met the enemy, and they are ours?
She looked puzzled and asked, For example
15
3) Capitalize proper nouns
For example:
She works for the Lombok TV broad casting Company
I find Senggigi easier than Batubolong
However, words that were originally proper nouns but have
taken on more general meanings are regarded common nouns and are
not capitalized: boycott, calico, chine or dishes, port or wine, and
tweed.
4) Capitalize adjectives formed from proper nouns
For examples are follows:
They see to be ignorant of the American point of view.
There is a Miltonic quality in this verse.
The indicative method has been the Baconian method.
Therefore, words originally derived from the proper nouns
cease to be capitalized when they are used as allusions rather than as
direct references to the original noun. For examples: colossus,
draconian, Herculean, meandering, and panic do not take capitals.
Philippic is capitalized when it refers directly to the orations made by
Demosthenes but now when it is used to describe some other
denunciatory speech, the word is capitalized.
5) Capitalize nouns or pronouns referring it the deity. Bible and biblical
are also capitalized when they refers to scripture.
For example:
Allah, Muhammad the messenger, God, Lord or Father, Savior,
Messiah, Trinity, Holy Ghost, He, His, Him.
6) Capitalize names of offices only when they are used as tittles.
Capitalized:
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District Attorney Johnson
Prime Minister Thatcher
Not Capitalized:
Tell it to the district attorney
Heath is a former prime minister
7) Capitalize north, south, east and west and their derivatives only when
they refer to geographical areas.
Capitalized:
We found the south charming
Her parents live in the east
Not Capitalized:
Next year we are going south
Lombok is east of Bali
8) Capitalize tittles of books, name of magazines, titles of pays, and the
headings of chapters or section of a work. The general practice is to
capitalize all significant words in a title, including the first word.
For example:
A Childs History of the United States
The Return of the native
9) Capitalized the names of days of the week, months, and holidays.
For example:
New Years Day with fall on Tuesday
The favorite vocation months are July and August.
d. Abbreviations
In general, abbreviations should satisfy two conditions, namely: they
must be standard form recognized by dictionaries and they must be
appropriate to the context. The following are the summary of the most
17
common standards abbreviations. The correct form of abbreviations, which
is not included in this list, you should consult your dictionary.
1) It is used for bibliographical terms: ef., vol., pp.
2) Names of days in the dates only: Sun., Mon., Tues., Wed., Thurs., Fri.,
Sat.
3) Names of month in dates only: Jan., Feb., Sept., Oct., Nov., Dec.
4) Names of organization: IBM, UNESCO, IMF, AFD, etc.
5) Names of government agencies. Abbreviations of government agencies
generally do not require periods: CIA, FBI, NASA.
6) Names of states in address only and sign. When the context permits
the sign; States: USA, UK, NSW. Sign: $ (dollar), (pound sterling),
(yen), etc.
5. Macro and Micro Skill of Writing
Macro skills are parts of academic writing that focus on working at the
section and whole text level (e.g. structure/ organization). According to
Douglas (2003, p.221), macro skill as follows: (1) Selecting and order
information; (2) Writing explanation; (3) Summarizing academic texts; (4)
Writing in an impersonal style; (5) Understanding the difference between an
abstract and a summary; (6) Learning how to approach exam questions; (7)
Analyzing assignment titles; (8) Using cohesive devices to link
paragraphs/ideas throughout a piece of writing; (9) Producing a
discursive/argumentative essay; (10) Using appropriate tense; and (11) Others
are identified the students or teacher.
Writing is the productive skill in the written mode. It, too, is more
complicated than it seems at first, and often seems to be the hardest of the
skills, even for native speakers of a language, since it involves not just a
18
graphic representation of speech, but the development and presentation of
thoughts in a structured way. Here are some of the micro-skills involved in
writing:
1) Use the orthography correctly, including the script, and spelling and
punctuation conventions.
2) Use the correct forms of words. This may mean using forms that express the
right tense, or case or gender.
3) Put words together in correct word order.
4) Use vocabulary correctly.
5) Use the style appropriate to the genre and audience.
6) Make the main sentence constituents, such as subject, verb, and object, clear
to the reader.
7) Make the main ideas distinct from supporting ideas or information.
8) Make the text coherent, so that other people can follow the development of
the ideas.
9) Judge how much background knowledge the audience has on the subject
and make clear what it is assumed they don't know.
B. The Teaching Writing
1. The Teaching Writing for Junior High School
Based on the interview of English teacher in SMPN 2 Sikur (Mr.
Mahsuruddin, S.Pd.), teaching writing is based on the English Syllabus of
School Unit Level Curriculum (KTSP) for SMP students that involves the
teaching of paragraphs or text. The texts advocated are: recount, narrative,
descriptive, procedure and report.
In teaching writing students given writing tasks after explaining the
materials in order his students understand what they are going to do. But,
19
before teaching writing begins, he usually gives explanations to his students as
follows:
a. Phase pre writing. Usually at this stage, the students are invited to discuss
the topic of writing related to genre of the text is going to discuses in
teaching learning process.
b. Giving the students comprehension related to topic is talking about that
consist of genre of text, generic structure of text, language features of
text.
c. Students are ordered to answer the questions in their (Lembar Kerja
siswa) LKS.
d. Strengthening the process, after the LKS submitted and are checked
teacher usually provides reinforcement. If mistakes can be corrected by
the students, teachers do not need to fix it. Teachers just give the circle
mark on the shape or word which is considered wrong.
2. The Problems in Teaching Writing
Reber (as cited in Setiawan, 2006) stated some problems in teaching
and learning writing, they are:
a. Intelligence
Intelligence is the ability of psychosis of human for receiving the
stimulation by certain ways. So, the intelligence is very important to the fine
the success of students in learning the something or the program of
education or not. The students will be able to learn if they have high
intelligence. The intelligence of the students can be measured by using a
certain thing and the result of measurement.
In other hand, intelligence always stated with statistic to show the
comparison of intelligence, it is called intelligence Quotient (IQ).
20
b. Talent
Talents is an aptitude is defined as persons capacity, or hypothetical
potential for acquisition of a certain more or less well defined pattern of
behavior involved in the performance of task respect to which individual has
had little or no previous training and has characteristic such as:
1) The ability to work independently.
2) The ability to focus for long time.
3) The selection of difficulty answering and solving the problem.
4) The ability to study the problem critically.
5) The ability to do sensitivity about good and bad.
6) Sensitivity to another person.
7) Having great ideas.
c. Interest
Interest is the high ambition to the something and it is not the
popular term in psychology that is influenced by thought, willing,
motivation and need. Thus, interest is so influential in the process in the
result of English learning as well.
d. Teacher
In the process of teaching and learning of English, if the teacher
cannot do the following ways, namely:
1) The teacher is not qualified for taking methods in transferring the
material, this can creates difficulty of problems of the students in
mastering what they given, especially for English language.
2) The hard of the teacher can make the relation of teacher and students
are not good. So, the learning process of English cannot take place well.
The teacher is not
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3) The teacher is not able to give explain to help of the subject it can
hinder the development of students in learning process, particularly
in learning English.
e. Mother Tongue
The sentences of target language shows interference of the mother
tongue, and the analysis of interference of the other sentences will come
back to mother tongue.
3. The Curricular Objectives of Teaching Writing Skill
According to competency base school level curriculum based on
national standard of education (content and competence standards in
particular/KTSP 2006). The objectives of this curriculum are:
a. Emphasizing the attainment of the students competence individually and
classically.
b. Orienting toward learning outcomes, and diversity.
c. Using genre approaches in the learning process and greatly is influenced
with systematic functional grammar.
d. Accepting any other educative learning sources besides teachers.
e. Emphasizing its evaluation on the learning process and outcomes in
acquiring or attaining a certain competence.
f. Using special terms such as standar kompetensi (Standard of Competence)
refers to a minimum statement covering know ledges, skills, attitudes, and
values which are reflected in the way of thinking and acting after students
learned and finished writing); Kompetensi Dasar (Basic Competence) refers
to a minimum statement, covering: knowledge, skills, attitudes, and values
which are reflected in the way of thinking and acting after students learned
and finished writing).; indicator (Achievement Indicators) refers to a
22
specific basic competence that can taken as a standard to assess the
attainment of a learning process.
g. Materi Pokok (Core Materials) refers to core materials or lessons that
students have to learn in a learning process.
C. Assessing of Writing
Assessment of learning to write often focused only on writing essays
free. Students are asked to write an essay with a few titles that can be chosen.
Students who are one with the other titles may vary. It will cause difficulty in
determining the assessment criteria. The result of the assessment is too
subjective. To overcome this, teachers can create appropriate evaluation tools
and efficient (Hartono 2003, p.11).
In implementing a test or assess of learning, teachers can see how far
the success rate of teaching and the ability of child development students.
Ardiana, et al. (as cited in, Hartono 2003) revealed that the method can be used
in evaluating/assessing essays; they are impression methods, analytical
methods, and mechanical methods. Impression method is a method that bases
its assessment on an impression or an impression of the essay as a whole, and
the assessor should not be entered into the analysis essay. This assessment is
more reliable if the results are based on several things (norms) Ardiana, et al.
(as cited in, Hartono 2003). This method works are two or three people judge
each essay. Result is summed and then taken the average. If you find it too
obvious value differences should be a re-examination. For that we need a
discussion, in order to reach a consensus about the essay is assessed. This
method of valuation is determined by the assessor-appraiser. Rating scale can
range between 0-5, 0-10, 0-20, or 000-100. So the appraiser is given special
23
time to assess a number of specific articles, the teacher usually gives time one-
hour for 20 essay.
The weakness of this assessment method is very tiring Assessor
impressive. Therefore, if the appraiser is feeling tired assessment should be
stopped for a while. The advantage of this method achieved a score that is
more credible because it is seen by some appraisers. Analytic method is the
essay assessment methods that are based on a norm or a specific aspect to be
assessed. This method is usually used by teachers who have difficulty assessing
essay. This method works, such as aspects of the essay will be judged is the
aspect of work, aspects of grammar, fluency aspects, and aspects of relevance,
each essay can be assessed using the range of 1 to 5. Order to obtain good
results, then there needs to be weighted in every aspect. Mechanical method is
a method of writing assessment that is done by calculating the overall student
errors. This method is not recommended its use because it is considered less
valid. In this study, the present researcher uses writing assessment that is noted
by Jacobs et al. (as cited in Weigle, 2002, p. 115-116) as shown on table 1
bellow.
Table 1
Assessing of Writing
Aspect Score Level/Criteria
Content
30-27 Excellent to vey good
Knowledgeable, substantive, through
development of thesis, relevant to assigned
topic
26-22 Good to average
some knowledge of subject , adequate
range limited development of thesis,
mostly relevant to the topic, but lacks detail
21-17 Fair to poor
limited knowledge of subject, little
substance, inadequate development of topic
16-13 Very poor
does not show knowledge of subject, non-
substantive, not pertinent or not enough to
evaluate
Organization
fluent expression, ideas clearly stated/
supported, succinct, well-organized, logical
sequencing, cohesive
somewhat choppy, loosely organized but
main ideas stand out, limited support,
logical but incomplete sequencing
13-10 Fair to poor
non-fluent, ideas confused or disconnected,
lacks logical sequencing and development
24
9-7 Very poor
does not communicate, no organization or
not enough to evaluate
Vocabulary
sophisticated range, effective word/ idiom
choice and usage, word form mastery,
appropriate register
adequate range, occasional errors of
word/idiom form, choice, usage but
meaning not obscured
13-10 Fair to poor
limited range, frequent errors of word/
idiom form, choice, usage, meaning
confused or obscured
9-7 Very poor
essential translation, little knowledge of
English vocabulary, idioms, word form or
Language usage
effective complex constructions, few errors
of agreement, tense, number, word order/
function, articles, pronouns, prepositions
effective but simple constructions, minor
problems in complex constructions, several
errors of agreement, tense, number, word
order/ function, articles, pronouns,
prepositions but meaning seldom obscured
17-14 Fair to poor
major problems in simple/complex
constructions, frequent errors of negation,
agreement, tense, number, word
order/function, articles, pronouns,
prepositions and/ or fragments, run-ons,
deletions, meaning confused or obscured
10-5 Very poor
virtually no mastery of sentence
construction rules, dominated by errors,
does not communicate or not enough to
evaluate
Mechanics
5 Excellent to vey good
demonstrates mastery of conventions, few
errors of spelling, punctuation,
capitalization, paragraphing
4 Good to average
occasional errors of spelling, punctuation,
capitalization, paragraphing but meaning
not 3obscured
3 Fair to poor
frequent errors of spelling, punctuation,
capitalization, paragraphing, poor
handwriting, meaning confused or obscured
2 Very poor
no mastery of conventions, dominated by
capitalization, paragraphing, handwriting
illegible or not enough to evaluate
Based on the assessing of writing above and concerns with this study, the
present researcher uses all aspect; content, organization, grammar, vocabulary and
mechanics as the guidance to give the subjects score based on their results of
writing.
D. Dialogue Journal
1. The Nature of Dialogue Journal
25
Staton (as cited in Tierney, 1990) states that dialogue journals are
intended to the students an opportunity to share privately in writing their
reactions, questions, and concerns about school experiences (and sometimes
personal matters) without any threat of reprisal or evaluation.
Posner (as cited in Taggart and Wilson, 1996) states that a general
format for dialogue journals would include: date and time of the entry, brief
sequencing of the events of the day, elaboration on details of one or two
episodes based on level of excitement, puzzlement, or confirmation, and
analysis of the episode; possible explanations for event, significance of the
event, what was learned, questions raised, relevance.
Aurbech (as cited in Peyton, 2000) says that dialogue journal is
writing is consistent with a learner-centered curriculum orientation, in which
learners write to express themselves, to make sense of their own and others
experiences, and also to develop their abilities. Urbech (as cited in Peyton,
2000) also says that dialogue journals are written conversations in which a
learner and teacher (or other writing partner) communicate regularly (daily,
weekly, or on a schedule that fits the educational setting) over a semester,
school year or course.
The dialogue journal is a widely used method of recording events and
personal vignettes. The dialogue journals may describe the episode, analyze
cause and effect, and attempt to determine roles and beliefs stemming from the
event. A dialogue journal is a written conversation between the teacher and the
student. The topic is random and the role of the teacher is not to directly correct
students writing, but to communicate and stimulate the student to write further
on (Taggart & Wilson, 2005, p.78).
According to Oxbrow (in http://www.iatefl.org.pl/tdal/n4w2learn.htm),
dialogue journals provide a welcomed and personalized, unthreatening arena to
26
try out language and ideas in a supportive, encouraging environment as well as
evolving into a rich source of information for teachers about language learning
and classroom strategies. A dialogue journal is an informal written
conversation between two or more people (student-student or student-teacher)
about topics of mutual interest. Dialogue journals provide students with a
meaningful writing activity that is engaging because it involves other students.
These written conversations reinforce learning while forming bonds between
students that can provide a foundation for later cooperative learning activities.
2. Benefit of Using Dialogue Journal
Jones (in http://www.eric.ed.gov/ERICWebPortal/Home.portal), said
that the benefits of using dialogue journal writings are:
a. The dialogue journal helps both students and the teacher to feel more
confident and deal with each others needs. This relationship results in a
type of classroom balance that solves a basic problem. All the resources a
teacher uses in the classroom are intended to produce a positive
environment of understanding and trust, but that does not necessarily bring
mutual understanding automatically.
b. By dialoguing, the student - teacher relationship develops in a totally new
dimension because there is enough time and space for sharing ideas. During
the process of dialoguing the teacher and the student have a chance to get to
know each other better and therefore mutual understanding becomes more
profound.
c. Dialogue journals enable the teacher to establish an intimate relationship
with the student through writing. The teacher has a wider view of the needs
of the students and can more effectively look for resources that will
motivate more directly the students.
27
d. The most immediate effect of dialoguing in students is the sense of freedom.
This leads to intrinsic motivation, expands their will to communicate and
elevates their self-esteem.
e. Dialogue journal can have a different impact on every student, but Paul
Jones insists on some general consistent advantages dialogue journals might
have for students. The dialogue, because of its immediate feedback,
generates a change in the student's attitude towards the second language. It
also generates a change in the attitude toward the school, because the
communication involved makes the student feel more integrated eager to
participate and to assume responsibilities. As a result, the students tend to
feel the change toward them, with a general improvement in self-esteem.
In addition, Harmer (2004, p.127) notes that there some benefits of
using dialogue journal writings such as: first; reflecting upon learning, second;
the opportunities for freedom of expression, three; the impact of journal writing
on writing ability in general, and the last; the opportunity t hey provide
for teachers and their students to enter into a new and different kind of
dialogue.
Grabe et al. (1998, p.27) emphasizes that there are five benefits of
dialogue journals writing as follows:
a. It is an opportunity for students to provide feedback about their learning
experiences.
b. It is personal writing, individualized, private, and instructional.
c. Interactive journal can be used to collect different kinds of assessment
informational: about writing itself, about learning, and about students
reactions to school in general or to instruction in specific subject areas.
28
d. Most obviously, it can be used to assess students writing skill and the
strategies they use when writing if it is done routinely, so that it provides a
continuous record of writing development.
e. It is an opportunity for students to provide feedback about their learning
experiences, and it allows students opportunities to express themselves in
writing in personal ways and at length through the second language.
3. The Steps of Making Dialogue Journals
There are three phases that should be explained before making
dialogue journal as stated by Peyton (in http://www.sil.11
rg.lingulinks/literacy/implementliteracyprogram/usingdialoguejournal.html).
a. Introduction
1. There are many ways to use dialogue journal. Be creative and adapt
the activity to the situation and the learners needs to help learners:
a) Develop reading and writing fluency
b) Improve spelling and handwriting
c) Understand that writing is a means of communicating, and
d) Make reading and writing part of everyday life.
2. Using dialogue journals gives teachers an opportunity to interact with
learners on a personal level, if appropriate, or on an academic level.
a) Answer questions asked by the learner
b) Ask questions that help clarify learners' thinking or stimulate
ideas
c) Get to know more about the learners, their language, and their
culture, and
d) Use the journal as a record of a learner's progress.
b. Guidelines
29
Here are some guidelines to follow when students use
dialogue journals:
1) Be aware that oral societies may resist the use of dialogue journals.
It may not make much sense to them to write to someone who is
present and can easily be engaged in conversation.
2) Be careful that subjects that students write about are culturally
acceptable.
3) Decide whether or not to correct the journal entries of learners after
accomplishing it.
(a) Some people believe that journals should be corrected and are
a good place to work on spelling and grammar. Adult learners
especially often want their work corrected.
(b) Other people believe the teacher should not correct spelling,
grammar, or handwriting mistakes, but should model correct
spelling or usage in the return entry as part of the reply to the
learner and use problem words more than once to reinforce
their correct usage.
4) Use journals outside of classroom situations on a more personal
level.
c. Steps
Here are the steps to follow to use dialogue journals with learners:
1) Write a personal message in the journal that is designed to get a
response from the learner. Examples: Start with a question such as:
(a)"Have you planted your garden? What do you usually plant?"
(b)"What is the next event to celebrate? How will you celebrate it?"
2) Have the learner write a response and return the journal to the
teacher to continue the dialogue.
30
d. Variations
1) Have the class discuss and agree upon a question for the next entry
in the journals.
2) Have learners exchange journals and read each other's thoughts and
ideas.
3) Instruct learners to make specific kinds of entries in the journals:
(a) Questions about classroom material that is unclear.
(b) Reactions to specific classroom material or activities.
(c) Feelings about the training or other common experiences.
(d) A summary of the training or a day's class.
4) Continue to exchange the journal in this way to keep the dialogue
going.
4. The Affective of Dialogue Journals
Dialogue journal writing is a simple activity, but there are some
affective of dialogue journal that must be considered when it is used as a
means of developing students in writing skill.
a. Materials
Most people use bound, easily transportable notebook, it can be a
small notebook so that it is easy to be carried.
b. Frequency of writing
The writing must be done regularly, but it does not have to be daily
routine. It will be consistent one if it is to be seen as genuine means of
expression and communication. So there must be an agreement between
students and teachers about when they have to write and collect their
dialogue journals in order to get feedback or response from the
teachers.
31
c. Length of writing
The teacher should set a minimum (e. g three sentences) that the
students must write. Later on, the amount of writing should be up to each
student.
d. Journal partners
Dialogue journal writing need not be only between teacher and
students can be paired with (or they can choose) students dialogue
partners in the class (Reed, 1989, p.164).
E. Relevant Study
In this part, the present researcher presented the relevant studies which
were similar to this study. The firs study was taken from Kamran (2007) who
conducted a study with the title The influence of using dialogue journal in
teaching writing text for the second year students of Ma Assunnah Nw Jurang
Jaler in academic year 2007/2008.
In his study attempted there were two research questions formulated: (1).
Is there any influence of using dialogue journal in teaching writing text for the
second year students of Ma Assunnah Nw Jurang Jaler in academic year
2007/2008? (2) To what extent is the influence of using dialogue journal in
teaching writing text for the second year students of Ma Assunnah Nw Jurang
Jaler in academic year 2007/2008? The objective of his study were: (1). To find
out the influence of using dialogue journal in teaching writing text for the second
year students of Ma Assunnah Nw Jurang Jaler in academic year 2007/2008 (2)
To find out the extent influence of using dialogue journal in teaching writing text
for the second year students of Ma Assunnah Nw Jurang Jaler in academic year
2007/2008.
His research design was quasi experimental design in which he divided the
sample into two groups, namely experimental and control group. The instrument
32
used in collecting data was test. His sample was 30 students taken from 119
population for the second year students of Ma Assunnah Nw Jurang Jaler in
academic year 2007/2008.
Based on the result, she found that there was influence of using dialogue
journal in teaching writing text for the second year students of Ma Assunnah Nw
Jurang Jaler in academic year 2007/2008. It proved with the mean score of the
students in the pre- test from the experimental group 60.35 had been improved in
the post-test, in which the students mean score is 71.07. In applying the t-test
formula for the students post- test for both groups, it found that t-test value was
much higher than the value of the t- table (9.11>2.45).
The second relevant study is taken from the research of Khairul Anwar
(2006) entitled Students Ability in Writing English Paragraph for the Second
Year Students of SMAN 2 Selong in the School Year 2005/2006.
In his research there were two statements of the problems formulated; (1)
To what extent is students ability in writing English paragraph for the second
year students of SMAN 2 Selong in the school year 2005/2006? And (2) To what
extent is the achievement level of the second year students of SMAN 2 Selong in
the school year 2005/2006 in writing English paragraph? The objective of his
study were: (1). To know the extent is the achievement level of the second year
students of SMAN 2 Selong in the school year 2005/2006 in writing English
paragraph. (2) To know the extent is the achievement level of the second year
students of SMAN 2 Selong in the school year 2005/2006 in writing English
paragraph.
His research design was descriptive research. The instrument used in
collecting data was test. His sample was 40 students taken from 245 populations
by using cluster random sampling for the second year students of SMAN 2 Selong
in the school year 2005/2006.
33
Based on the result, he found that the second year students of SMAN 2
Selong were able to write English paragraph. It is proved by the calculation of
mean score of the test result. The mean score was 62.80. It means that the second
year students of SMAN 2 Selong in the school year 2005/2006 have capability in
writing English paragraph and based on the categorization of the students
achievement level, the second year students of SMAN 2 Selong in the school year
2005/2006 were categorized into average level in writing English paragraph. This
is proved by the fact that their level of ability range from good to fair consisted of
27 students (67.5%). On the other hand, the data show that the number of students
who achieved poor was 8 students (20%) and the students who achieved good to
excellent were 5 students (12.5). The mean score were 62.8 and standard deviation
(SD) 12.52. It means that, the second year students of SMAN 2 Selong in the
school year 2005/2006 considered average level in writing English paragraph.
Based on the relevant studies above, the similarity of those researches
could be seen on the variable of the research; Kamran and Khairuls research
investigated the same variable that was writing. It was the same variable that was
the present researcher wad investigated. Besides the similarity, there were
differences related to two relevant studies above, it could be seen on different of
level investigation. Kamran and Khairuls research took level Senior High School
meanwhile the present researcher took Junior High School level as the place to
investigate.
F. Theoretical Framework
English in Indonesia is still become foreign language. English consists of
four skills; listening, speaking, reading, and writing. So, unavoidable students in
teaching English get difficulties moreover in teaching writing because writing is
the complex process that involves generating and developing ideas, analyzing
34
meaning and making and decision about contents, forms, organizations and styles
(Oshima and Hogue, 1983, p.77).
Based on the statement above, the difficulties in teaching writing should be
solved by teacher to develop the students interest in studying English especially
in writing. Because, writing is the act of forming letters or combination of letters:
making signs on flat surface on some kind. So, writing is a skill of conveying or
communicating meaning to people through the combination of letters set down on
paper or other materials which is gained by learning and practicing. The word
meaning here can be related to ideas, feelings, thoughts, opinions, and
information (Byrne, 1990, p.11).
Based on the explanations above, the indicators of this study consist of
five aspects. They are; content, organization, grammar, vocabulary, and
mechanics as stated by (Heaton, 1989, p.100) as the main assessment in this
investigation to find out the effect of the dialogue journal method.
Related to reality above, the present researcher expected that by using
dialogue journal method in teaching and learning process, the students writing
ability will be better than before. Because dialogue journal method is a written
conversation between the teacher and the student. It makes the role of the teacher
is not to directly correct students writing, but to communicate and stimulate the
student to write further on (Peyton, 1993, p.2).
By using dialogue journal method, the teacher can get more information
about their students lack in their writing. Dialogue journal method can help the
teacher to answer questions; can make comments about the students entry,
making sure the answers provide correct structures, grammar and spelling. From
the teacher's reaction and not from any particular corrections students discover in
the dialogue how the correct form of the entry should be more correct structures
in further entries.
35
G. Hypothesis
In this part, the present researcher presented the hypothesis of the study as
follows: there was positive effect of dialogue journal toward students writing
36
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
Concerning to the research design, firstly, it is important to know what the
research design is. The research design determines the success of a research.
According to Djunaidi (1990, p.47) research design is defined as a planning, an
outline, on how the researcher will comprehend the interrelation form among the
variables which are investigated. So, he/she has to choose a suitable design for
his/her research in order that he/she can be easier in doing his/her study.
According to Sugiyono (2009, p.73), experimental method divided into
four, namely true-experimental, pre-experimental, factorial design, and quasi
experimental design. In line with this statement, the present researcher used true-
experimental design with pre-test and post-test control group design. In this
research design there were two groups namely experimental group and control
group.
B. Setting of the Study
This study was done at the first semester for the eighth graders of SMPN 2
Sikur in the school year 2011/2012 in Paok Motong-Kotaraja of East Lombok
was built in 1982.
C. Population and Sample of the Study
In this part, the present researcher discussed about population and sample
of the study.
1. Population of the Study
38
Suharsimi (2006, p.130) noted that population is a group of people as
the subject of the research. While, Gay (1992, p.125) argued that population
is the group of interest to the present researcher, the group to which she or he
would like the results of the study is generalized.
Referring to the theories above, the target population of the study
was all the eighth graders of SMPN 2 Sikur in the school year 2011/2012. The
description of the population of the study could be seen in table 1 bellow.
Table 2
Population of the Study
No Class Sum of Population
VIII
A
31
VIII
B
32
VIII
C
30
VIII
D
32
VIII
E
32
VIII
F
32
TOTAL 189
2. Sample of the Study
In taking the sample, the present researcher used the theory was stated by
Sugiyono (2009, p.65), he stated that if the subjects that will be researched are
great enough, it is suggested to take the sample by using cluster sampling. It
was technique of taking part of population or sample randomly. It means that
all individuals in the population get the same change to be selected to become
the member of sampling.
39
In taking the sample by using cluster random sampling, the present
researcher used lottery to random the five classes as the sample of the study, as
the result, VIII
D
and VIII
E
are chosen as the sample of the study, where VIII
D
as
the experiment group and VIII
E
as the control group.
D. Data Collection
This part discussed about identifying the variable, defining operationally
the variables, instrument of the study, and technique of data collection.
1. Identifying of the Variable
The independent variable is the variable that is controlled and
manipulated by the experimenter and the dependent variable is the variable that
is measured by the experimenter (Hatch and Frahady, 1982, p.15).
Based on the theory above, the independent variable of this study was
dialogue journal while the dependent variable was writing skill.
2. Defining Operationally the Variables
a. Dialogue journal method is a method that consistent with a learner-
centered curriculum orientation, in which learners write to express
themselves, to make sense of their own and others experiences, and
also to develop their abilities (Aurbech, as cited in Peyton, 2000).
b. Writing is communication, writing is self-expression, writing is public,
writing is rule-governed, behavior, and away to learning. Writing
communication; its ask the writers to express themselves. When it is
shared with audience, writing becomes course. It follows rules and
foster to learning, of course, the amount of emphasizes of each of these
function vary according to the writing task (Gere, 1985, p.4).
3. Instrument of the Study
40
According to Suharsimi (2006, p.149), instrument is a tool to collect
the data of the study. Data were needed to solve the problems and to prove
the hypothesis. So instrument denote as the main key in research activity, at
the same time it determines the quality of research. To know the effectives
of dialogue journal in teaching writing, the present researcher administrated
test to the students. In this case, the present researcher divided the score into
five criteria; they were the score of content, organization, grammar,
vocabulary, and mechanics. An instrument was used in a research must be
valid and reliable. To know the instrument was valid or not, the present
researcher conducted try-out of instrument.
a. Try Out of Instrument
Before applying the test to the number of sample, the present
researcher conducted try-out of instrument to determine the validity
and reliability of test. In this case, the present researcher conducted the
try-out of the instrument to the other students who were not included
to the sample of the study and had similar characteristics.
Therefore, try-out of the instrument was conducted to the eighth
graders of SMPN 2 Sikur in the school year 2011/2012.
b. Validity of Instrument
A test must be valid and reliable. An instrument is called valid if
it is able measure what should be measured (Suharsimi, 2006, p.168).
She also stated that the level validity is shown with the quality of
instrument. To know whether the instrument was valid or not, the
present researcher used content validity and the instrument was
consulted to the English teacher and course books were being used for
Junior High School level.
c. Reliability of Instrument
41
A test is called reliable if it is obtained the stable data or
consistent and it can be used to measure in the degree of consistency
with it measure whatever it is measuring (Suharsimi, 2006, p.178).
While, Gay (1987, p.135) said that reliability is the degree to which a
test consistently measures whatever it measures.
Related to those theories, the present researcher used scorer rater
reliability as stated by Gay (1987, p.141), scorer rater reliability refers
to the situations for which reliability must be investigated. It meant
that the present researcher did not analyze the reliability by using
quantitatively.
4. Technique of Data Collection
The technique of data collection in this study, the present researcher
used test, where the present researcher did some steps to collect data as
follow:
a. Pre-Test
The present researcher gave a pre-test to both of the groups
(control group and experiment group) to know the students writing
skill before conducting the research. The scores were based on the five
criteria; they were the score of content, organization, grammar,
vocabulary, and mechanics.
b. Treatment
To obtain the data, the present researcher asked students to
write dialogue journal. In this case, the present researcher gave the
students two topics; they were about Travelling or Holiday.
c. Post-Test
The present researcher gave the post-test for the experiment
group. The test was similar with the pre-test. However, the post-test
42
was given after the treatment by using dialogue journal method. The
scores were taken in five criteria; they were the score of content,
organization, grammar, vocabulary, and mechanics where the each
criteria had 20 score where each item from five indicators had score
from zero (0) to four (4). So, if all scores from those criteria were
calculated, the scores were 100. To be clear, the whole indicators of
writing assessment and each score was noted by (Weigle, 2002, p.115-
116) as shown on table 3 bellow.
Table 3
Writing Assessment
Aspect Score Level/Criteria
Content
0-27
Excellent to vey good
Knowledgeable, substantive, through
development of thesis, relevant to assigned
topic
6-22
Good to average
some knowledge of subject , adequate
range limited development of thesis,
mostly relevant to the topic, but lacks
detail
1-17
Fair to poor
limited knowledge of subject, little
substance, inadequate development of
topic
6-13
Very poor
does not show knowledge of subject, non-
substantive, not pertinent or not enough to
evaluate
Organization
0-18
fluent expression, ideas clearly stated/
supported, succinct, well-organized,
logical sequencing, cohesive
7-14
Good to average
somewhat choppy, loosely organized but
main ideas stand out, limited support,
logical but incomplete sequencing
3-10
Fair to poor
non-fluent, ideas confused or
disconnected, lacks logical sequencing and
development
-7
Very poor
does not communicate, no organization or
Vocabulary
0-18
sophisticated range, effective word/ idiom
choice and usage, word form mastery,
appropriate register
7-14
Good to average
adequate range, occasional errors of
word/idiom form, choice, usage but
meaning not obscured
3-10
Fair to poor
limited range, frequent errors of word/
idiom form, choice, usage, meaning
confused or obscured
-7
Very poor
essential translation, little knowledge of
English vocabulary, idioms, word form or
Language usage
5-22
effective complex constructions, few
errors of agreement, tense, number, word
43
order/ function, articles, pronouns,
prepositions
1-18
Good to average
effective but simple constructions, minor
problems in complex constructions,
several errors of agreement, tense, number,
word order/ function, articles, pronouns,
prepositions but meaning seldom obscured
7-14
Fair to poor
major problems in simple/complex
constructions, frequent errors of negation,
agreement, tense, number, word
order/function, articles, pronouns,
prepositions and/ or fragments, run-ons,
deletions, meaning confused or obscured
0-5
Very poor
virtually no mastery of sentence
construction rules, dominated by errors,
does not communicate or not enough to
evaluate
Mechanics
demonstrates mastery of conventions, few
capitalization, paragraphing
Good to average
occasional errors of spelling, punctuation,
capitalization, paragraphing but meaning
not 3obscured
Fair to poor
frequent errors of spelling, punctuation,
capitalization, paragraphing, poor
handwriting, meaning confused or
obscured
Very poor
no mastery of conventions, dominated by
capitalization, paragraphing, handwriting
illegible or not enough to evaluate
E. Data Analysis
In this part, the present researcher described the technique of data analysis
in which consist of description of the data and hypothesis testing.
1. Descriptive Statistics
In this part, the present researcher used descriptive statistic to
describe the result of the study. It was used to determine the data into high,
average, and low categories in which Mi was ideal mean score and SDi
was ideal standard deviation for the purpose the following formula:
Mi + SDi up to Mi + 3SDi = High
Mi SDi up to < Mi + 1SDi = Average
Mi 3SDi up to < Mi 1SDi = Low
Mi = 1/2 x (Maximum score + Minimum score)
SDi = 1/6 x (Maximum score + Minimum score)
44
(Nurkencana and Sumartana, 1990, p.89)
2. Testing Hypothesis
To analyze the hypothesis testing which was aimed at knowing the
hypothesis was accepted or not, the present researcher used the following
formula:
|
|
.
|
\
|
+
|
|
.
|
\
|
+
E + E

=
ny Nx Ny Nx
y x
My Mx
t
1 1
2
2 2
Where:
Mx = mean score of control group
My = mean score of experimental group
N = number of subject
x = the deviation of control group
y = the deviation of experimental group
(Suharsimi, 2006, p.280)
The hypothesis criteria, if:
1. If t-test > t-table in significant rank of 0,05 Ho (Null hypothesis) was
rejected.
2. If t-test < t-table in significant rank of 0,05 Ho(Null hypothesis) was
accepted.
45
46
REFERENCES
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Depdiknas. (2006). Petunjuk Pelaksanaan Materi Pelajaran Kurikulum SMP.
Jakarta.
Djunaidi, Ghoni, (1990). Pedoman di Dalam Penelitian dan Penilaian. Surabaya.
Usaha Nasional.
Douglas, B. (2003). Language Assessment Principles and Classroom Practice.
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Gay, L.R. (1987). Educational Research: Competence for Analysis and
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Gere, A. R. (1985). Writing and Learning. New York: Macmilan Publishing
Company.
Grabe, W. and Kaplan, R. B. (1998). Theory and Practice of Writing: An Applied
Linguistic Perspective. London: Longman.
Hacth and farhady. (1982). Research Design and Statistic for Applied Linguistic.
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Harmer, J. (2004). The Practice of English Language Teaching. New York:
Longman.
Hartono, Rudi. (2003). Genres of the Texts. Semarang: State University English
Department Faculty of Language and Art.
Heaton, J. B. (1974). Writing English Language Test, Singapore Long - man
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Hubbard, Petter. et. al. (1982). A training course for TEFL, London: Oxford
University Press.
Khairul Anwar. (2006). Students Ability in Writing English Paragraph for the
Second Year of SMAN 2 Selong. STKIP Hamzanwadi Selong.
Unpublished S1 Thesis.
Jones, Paul. (1991). The Various Benefits of Dialogue Journals. In Writing Our
Lives: Reflections on Dialogue Journal Writing with Adults Learning
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July 2008. Retrieved on 1 December, 2011 from
http://www.eric.ed.gov/ERICWebPortal/Home.portal.
47
Kamran. (2007). The Influence of Using Dialogue Journal in Teaching Writing
Text for the Second Year Students of Ma Assunnah Nw Jurang Jaler in
Academic Year 2007/2008. Unpublished undergraduate thesis,
Muhammadiyah university of Mataram faculty of teacher training and
education language and art department English education program,
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Mc Crimon, J. (1986). Writing With Purpose. New York: Mc Graw Hill
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Oshima, A. and Hogue, A. (1983). Writing Academic English: A writing and
Sentence Structure Workbook for International Students. London: Wesley
Publishing Company.
Oxbrow, G. (2008). Writing to Learn: Dialogue Journals and Strategy. Retrieved
on 1 December, 2011 from http://www.iatefl.org.pl/tdal/n4w2learn.htm.
Petty, Walter T, and Jensen, Julie M. (1980). Developing Childrens Language.
Boston: Allyn and Bacon. Inc.
Peyton, J. K. (1993). Dialogue Journal Writing with Nonnative English Speakers:
A handbook for teachers. Alexandria, VA: Teachers of English to
Speakers of Other Languages, Inc.
Peyton, J. K. (2000). Dialogue Journals: Interactive Writing to Develop
Language and Literacy. ERIC Digest. ED354789. Retrieved on 1
December, 2011, from
Reed, L. Some Application of Dialogue Journals. Dialogue journal. 1.1 (April
1982). ED341255. 1989. ERIC. Retrieved on 1 December, 2011 from
Reed, Joy M. (1989). Teaching ESL Writing. USA: Prentice Hall Regents.
Sugiyono. (2009). Statistika Untuk Penelitian. Bandung: Alfabeta.
Suharsimi Arikunto. (2006). Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta PT. Rineka Cipta.
Taggart, L. G. & Wilson, P. A. (1996). Promoting Reflective Thinking in teachers.
50 action strategies. Corwin Press, A SAGE Publications Company.
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Tarigan, H. G. (1993). Menulis Sebagai Suatu Keterampilan Berbahasa.
Bandung: Angkasa.
48
Tierney, J. Robert (1990). Writing Strategies & Practices a Compendium. Third
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Wayan Nurkancana and Sumartana. (1990). Evaluasi Hasil Belajar. Surabaya:
Penerbit Usaha Nasional.
Weigle, S.C. (2002). Assessing Writing. Cambridge University Press.
49
APPENDICES
50
CHAPTER IV
RESULTS AND DISCUSSION
A. Descriptive Statistics
The research result in this study was description about students writing
improvement of the students writing ability of dialogue journal for the eighth
graders of SMPN 2 Sikur in the school year 2011/2012 after treatment
implemented and after students followed written test in pre-test and post-test. The
treatment was used in this research was dialogue journal.
In collecting data of this research, present researcher used written test by
using dialogue journal. In scoring the tests, the present researcher tested the
students by giving topic about travelling or holiday. In giving the scores, the
present researcher evaluated the students writing score as seen in table 3. There
were five aspects were important to be scored; those were content, organization,
vocabulary, language usage, and mechanic. In this research, the students made a
dialogue journal based on the two topics given by the present researcher.
Before the treatment implemented, the present researcher administrated
pre-test to the students and collected the results. The purpose of pre-test was to
know how far the students achievement in writing relating to the material was
given by their teacher. After pre-test was done, the treatment implemented in
teaching and learning process, in this study the treatment was dialogue journal. At
the end of treatment, the present researcher administrated the post-test to the
students and collected the results of students achievement to know whether
dialogue journal had effect or not in writing journal for the eighth graders of
SMPN 2 Sikur in the school year 2011/2012.
1. Students Pre-test
51
In this research, data of students pre-test was taken from the students
result before treating dialogue journal. The result of the students pre-test was
shown in appendix 3 and 4.
The result of the analysis showed that the mean score was 52.13, the
lowest score was 43 and the highest score was 70 with standard deviation
6.25 for the control group and for control experimental group; mean score
was 52, the lowest score was 43 and the highest score was 66 with standard
deviation 5.33. The result of the students pre-test was shown in appendix 5
and 6.
Based on the explanation above, the category of students attainment
in pre-test explained based on the computation the following formula:
Mi =

(Maximum score + Minimum score)

=

(100 + 0)
=

(100)
= 50
SDi =

(Maximum score Minimum score)

=

(100 0)
=

(100)
= 16.67
MI + 1 SDi to MI + 3 SDi = High
50 + 1 (16.67) to 50 + 3 (16.67)
52
66.67 to 100
MI 1 SDi to < MI + 1 SDi = Average
50 1 (16.67) to < 50 + 1 (16.67)
33.33 to < 66.67
MI 3 SDi to < MI 1 SDi = Low
50 3 (16.67) to < 50 1 (16.67)
0,01 to < 33.33
Based on the computations above, the present researcher concluded
that the suitable category of the students pre-test was average category
rank. It meant that the students pre-test was good enough.
In brief, the results of students pre-test of the eighth graders of
SMPN 2 Sikur in the school year 2011/2012 could be seen on the
following table.
Table 4
The Highest Score, the Lowest Score, Mean, and Standard
Deviation of Students Pre-test of the Eighth Graders of SMPN 2 Sikur
in the School Year 2011/2012
Test
H
ighest
L
owest
M
ean
Standard
Deviation
Experimental
group
6
6
4
3
5
2
5.33
Control
group
7
0
4
3
5
2.13
6.25
2. Students Post-test
53
Data of students post-test was taken from the students written test
result after treating dialogue journal. The result of the students post-test was
shown in appendix 5 and 6.
The result of the analysis showed that the mean score mean score was
51.22, the lowest score was 42 and the highest score was 66 with standard
deviation 5.01 for the control group and for control experimental group; mean
score was 55.81, the lowest score was 46 and the highest score was 67 with
standard deviation 5.01. The result of the students pre-test was shown in
appendix 5 and 6.
Based on the computations above, the present researcher concluded
that the suitable category of the students post-test was high category rank.
It meant that the students post-test was better than students pre-test.
In brief, the results of students post-test of SMPN 2 Sikur in the
school year 2011/2012 could be seen on the following table.
Table 5
The Highest Score, the Lowest Score, Mean, and Standard
Deviation of Students Post-test of the Eighth Graders of SMPN 2 Sikur
in the School Year 2011/2012
Test Highest Lowest Mean Standard Deviation
Experimental group 67 46 55.81 5.01
Control group 66 42 51.22 5.01
3. Students Pre-test and Students Post-test
In this research, the present researcher presented two results of
students pre-test and students post-test. Where, the students post-test was
given after doing the treatment. The present researcher gave written test to the
students to find out effect of dialogue journal toward students writing ability
54
for the eighth graders of SMPN 2 Sikur in the school year 2011/2012. In this
case, the present researcher gave two topics (Travelling and Holiday) and
each student chose one of them.
Based on the result of students pre-test, the present researcher found
that the mean score was 52.13, the lowest score was 43 and the highest score
was 70 with standard deviation 6.25 for the control group and for control
experimental group; mean score was 52, the lowest score was 43 and the
highest score was 66 with standard deviation 5.33.
While for the students post-test, the present researcher found that the
mean score mean score was 51.22, the lowest score was 42 and the highest
score was 66 with standard deviation 5.01 for the control group and for
control experimental group; mean score was 55.81, the lowest score was 46
and the highest score was 67 with standard deviation 5.01.
B. The Results of Hypothesis Testing
To know the hypothesis testing in this study, the present researcher used t-
test
method to answer the hypothesis. The hypothesis criteria, if: t
table
t
test
, it
meant that Ho was rejected and t
table
t
test
, it means that Ho was accepted. The
result of t-
test
is used to know whether the hypothesis was accepted or rejected.
The hypothesis in this study was there is positive effect of dialogue journal
the school year 2011/2012.
After the score of two groups; experimental and control group computed
by using t-test and t-table. Where; if the t-test is higher than t-table, the hypothesis
was accepted. While, if t-table is higher than t-test, hypothesis was rejected.
Related to this statement, the result of the calculating t-test was showed that the t-
test was 3.22 and t-table was 1.67 (see appendix 9). While, in significant level was
55
5% with degree of freedom (df) was 62. It was indicated that t-test was higher
than t-table. So, the null hypothesis of this research was rejected and the
alternative hypothesis was accepted.
The conclusion of this analysis stated that there was positive effect of
dialogue journal toward students writing ability for the eighth graders of SMPN 2
Sikur in the school year 2011/2012.
C. Discussion
The research questions, which had been subjected to statistical answer was
interpreted based on the result of data analysis.
1. Students Pre-test
In this part, the present researcher had measured the students written
test based on the topic was chosen each student. Based on those results, the
present researcher found that the mean score was 52.13, the lowest score was
43 and the highest score was 70 with standard deviation 6.25 for the control
group and for control experimental group; mean score was 52, the lowest score
was 43 and the highest score was 66 with standard deviation 5.33.
Referring with the explanation above, if the result classified based on
the test which presented by present researcher at the pre-test such as stated in
chapter III, it could be concluded if the result was categorized average and it
could be indicated that the students ability of the eighth graders of SMPN 2
Sikur in the school year 2011/2012 was considered good in writing before they
given treatment by the present researcher.
2. Students Post-test
From the data collected, the present researcher found that the mean
score mean score was 51.22, the lowest score was 42 and the highest score was
56
66 with standard deviation 5.01 for the control group and for control
experimental group; mean score was 55.81, the lowest score was 46 and the
highest score was 67 with standard deviation 5.01. This result found after the
present researcher gave the treatment to the students by using dialogue journal.
According to the explanation above, it could be concluded if the result
was categorized average. So, it could be said if the the eighth graders of
SMPN 2 Sikur in the school year 2011/2012 in writing after they given
treatment by the present researcher by using dialogue journal was better than
pre-test.
3. Students Pre-test and Post-test
From the data collection which was done by the present researcher
toward students pre-test and post-test, the mean score was 52.13, the lowest
score was 43 and the highest score was 70 with standard deviation 6.25 for the
control group and for control experimental group; mean score was 52, the
lowest score was 43 and the highest score was 66 with standard deviation 5.33
while for the students post-test, the present researcher found that the mean
standard deviation 5.01 for the experimental group and for control group mean
standard deviation 5.01.
Based on the data above, it could be said that there was a difference
between score of students pre-test before doing the treatment and score of
students post-test after doing the treatment in writing. It meant that the result
of the students post-test was better then the students pre-test after dialogue
journal implemented by the present researcher. It could be seen from their
achievement and the result they got before and after giving the treatment.
57
Based on the explanation above, the present researcher concluded that
there was positive effect of dialogue journal toward students writing ability for
the eighth graders of SMPN 2 Sikur in the school year 2011/2012.
58
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis in the previous chapter, the present researcher
concluded that:
1. The effect of effect of dialogue journal method toward students writing
ability for the eighth graders of SMPN 2 Sikur in the school year
2011/2012 had different. It can be seen from the result of the data analysis
that indicated that the results of the mean score on post-test was fifty five
point eighty one for the experimental group, whereas fifty one point
twenty two for the control group while on the pre-test, the experimental
group was fifty two and fifty two point thirteen for the control group
where for the experimental group on pre-test, the lowest score was forty
three and the highest score was sixty six, while in the post-test, the lowest
score was forty six and the highest score was sixty seven. For the control
group in the pre-test obtained the lowest score was forty three and the
maximum score was seventy, while in the post-test, the minimum score
was forty and the maximum score was sixty six.
2. There was significant effect of dialogue journal method toward students
2011/2012 for the experimental group and control group after treatment
implemented. It was supported with the result of the hypothesis testing; the
present researcher found that value of t-test was three point twenty two
was higher than t-table that was one point sixty seven in degree of freedom
sixty two at significant rank five percent.
59
B. Suggestion
Based on the result of the study, the present researcher would like to offer
some suggestions are as follows:
1. For Teachers
a. In order to improve the students writing ability, English teachers are
suggested to apply dialogue journal writing in writing activities.
b. Teachers are suggested to be more creative and innovative in using
various kinds of interesting teaching techniques which accompany the
materials, so that the students will be more active and encouraged to
learn and they do not get difficulty in writing.
c. Opportunities should be provided for students to practice writing in
order to improve their writing ability.
2. For Students
a. Students are suggested to apply dialogue journal writing in writing
activities.
b. Students are suggested to write more by applying the technique so they
will be more skillful in writing.
3. For the other Researchers
a. For the researches who intend to conduct the research more detail about
the effect of dialogue journal writing for teaching writing, the present
researcher hopes that the research findings can be used as a starting point
of the future researchers who have the same problems and this research
can be utilized as a reference.
60
INSTRUMENTS OF THE RESEARCH (1)
Instructions:
1. Write down your name and class on the right corner of the answer sheet !
2. Time allocated is 45 minutes to accomplish your dialogue
3. Be sure about yourself
1. Make a dialogue based on the topics bellow:
a. Travelling
b. Holiday
INSTRUMENT OF RESEARCH (2)
Dialog between teacher and student!
A: Hello student, how are you this time?
B: Fine, how about you?
A: Fine, what do you think about this LABUHAN HAJI?
B: LABUAHAN HAJI is one of good place to holiday
A: Why you know about it?
B: Because it is beautiful place and more people come there.
A: What is different LABUHAN HAJI and than other?
B: Yes!! Because LABUHAN HAJI not so far from my house and we can see
sun rise from there.
A: Are you sure about it?
B: Yes, I am sure about my word.
A: Thanks for your answer!
B: Quite welcome.
Write a dialogue journal related to certain place!
1
THE RESULT OF POST-TEST FOR CONTROL GROUP
No Students Names
Scores Items
Total Score
C O V LA M
1 AN 21 10 13 10 3 57
2 BQA 13 10 13 10 3 49
3 DS 17 9 10 10 3 49
4 DW 16 9 9 14 2 50
5 EYD 13 10 9 7 3 42
6 GSM 13 13 9 14 3 52
7 IMI 21 9 10 14 3 57
8 IH. 17 7 9 14 3 50
9 JHA 16 9 9 10 3 47
10 LR 16 10 9 5 3 43
11 LH 13 9 9 10 3 44
12 LLH. 21 10 9 10 3 53
13 LIM 13 9 10 10 3 45
14 LRH 16 10 10 5 4 45
15 LYC 16 7 13 14 3 53
16 LIY 16 10 10 14 3 53
17 NA 16 13 10 14 3 56
18 NAA 16 10 10 10 3 49
19 RA 17 10 10 17 3 57
20 RH 13 7 13 10 3 46
21 RN 17 9 10 17 3 56
22 SPH 23 10 13 17 3 66
23 SR 13 13 10 14 3 53
24 STR 17 13 13 14 3 60
25 SS 13 10 13 18 4 58
26 SP 13 10 13 14 3 53
27 WF 13 10 10 10 3 46
28 WW 13 9 9 14 2 47
29 YP 17 10 13 10 2 52
30 YUI 13 10 10 17 3 53
31 ZK 17 10 9 10 3 49
32 ZI 13 10 9 14 3 49
Total Score 1639
Mean 51.22
Lowest Score 42
Highest Score 66
APPENDIX 4
2
THE RESULT OF PRE-TEST FOR EXPERIMENTAL GROUP
No Students Names
Scores Items
Total Score
C O V LA M
1 AD 22 13 9 10 4 58
2 AE 17 10 10 10 2 49
3 BF 17 9 9 10 3 48
4 BH 16 9 9 14 3 51
5 DP 13 10 10 7 3 43
6 ES 13 13 9 7 2 44
7 FH 22 7 9 14 2 54
8 IF 17 7 10 14 3 51
9 KI 17 10 9 10 3 49
10 LB 17 10 9 5 3 44
11 LR 22 9 9 10 3 53
12 LDR 21 10 9 14 2 56
13 LNR 13 9 10 14 3 49
14 LI 17 10 10 14 3 54
15 LS 17 7 13 14 2 53
16 LY 16 10 10 14 3 53
17 MH 16 13 9 14 2 54
18 MS 16 13 10 10 3 52
19 MY 17 10 10 14 3 54
20 MR 13 7 13 7 4 44
21 NR 22 9 10 14 3 58
22 RI 23 9 13 18 3 66
23 RS 13 13 10 14 2 52
24 SS 16 13 13 14 3 59
25 SA 17 13 10 14 3 57
26 SH 16 9 10 14 3 52
27 SLH 13 10 10 10 2 45
28 SIS 17 9 9 14 3 52
29 SU 17 10 9 10 3 49
30 UMP 21 10 10 10 3 54
31 YE 17 10 13 7 2 49
32 ZEI 22 13 10 10 3 58
Total Score 1664
Mean 52
Lowest Score 43
Highest Score 66
APPENDIX 5
3
THE RESULT OF POST-TEST FOR EXPERIMENTAL GROUP
No Students Names
Scores Items
Total Score
C O V LA M
1 AD 26 13 10 14 4 67
2 AE 13 13 13 10 3 52
3 BF 17 9 10 10 3 49
4 BH 17 13 9 10 4 53
5 DP 16 10 10 10 3 46
6 ES 13 13 10 10 3 49
7 FH 26 9 10 14 3 62
8 IF 17 10 13 14 3 57
9 KI 16 10 9 10 3 48
10 LB 17 10 9 14 3 53
11 LR 13 10 10 10 3 46
12 LDR 22 10 10 10 3 55
13 LNR 13 9 10 10 4 46
14 LI 17 10 10 14 4 55
15 LS 17 9 13 14 3 56
16 LY 23 10 10 10 3 56
17 MH 13 13 13 14 3 56
18 MS 16 13 10 17 4 60
19 MY 17 13 10 17 3 60
20 MR 13 14 13 14 4 58
21 NR 17 9 13 18 3 60
22 RI 22 10 10 14 3 59
23 RS 13 14 10 18 3 58
24 SS 17 13 13 14 4 61
25 SA 13 14 13 18 4 62
26 SH 13 10 13 14 3 53
27 SLH 17 13 10 10 4 54
28 SIS 13 17 10 14 3 57
29 SU 17 10 13 10 4 54
30 UMP 13 17 10 17 3 60
31 YE 17 13 13 14 3 60
32 ZEI 17 14 13 14 3 61
Total Score 1786
Mean 55.81
Lowest Score 46
Highest Score 67
APPENDIX 6
4
HYPOTHESIS TESTING
No.
Subject
X1 X2 x X
2
No.
Subject
Y1 Y2 y Y
2
1 62 57 5 25 1 58 67 -9 81
2 48 49 -1 1 2 49 52 -3 9
3 48 49 -1 1 3 48 49 -1 1
4 51 50 1 1 4 51 53 -2 4
5 43 42 1 1 5 43 49 -6 36
6 51 52 -1 1 6 44 49 -5 25
7 54 57 -3 9 7 54 62 -8 64
8 49 50 -1 1 8 51 57 -6 36
9 48 47 1 1 9 49 48 1 1
10 44 43 1 1 10 44 53 -9 81
11 53 44 9 81 11 53 46 7 49
12 57 53 4 16 12 56 55 1 1
13 45 45 0 0 13 49 46 3 9
14 45 45 0 0 14 54 55 -1 1
15 54 53 1 1 15 53 56 -3 9
16 53 53 0 0 16 53 56 -3 9
17 54 56 -2 4 17 54 56 -2 4
18 52 49 3 9 18 52 60 -8 64
19 54 57 -3 9 19 54 60 -6 36
20 43 46 -3 9 20 44 58 -14 196
21 62 56 6 36 21 58 60 -2 4
22 70 66 4 16 22 66 59 7 49
23 52 53 -1 1 23 52 58 -6 36
24 59 60 -1 1 24 59 61 -2 4
25 56 58 -2 4 25 57 62 -5 25
26 52 53 -1 1 26 52 53 -1 1
27 45 46 -1 1 27 45 54 -9 81
28 48 47 1 1 28 52 57 -5 25
29 49 52 -3 9 29 49 54 -5 25
30 58 53 5 25 30 54 60 -6 36
31 51 49 2 4 31 49 60 -11 121
32 58 49 9 81 32 58 61 -3 9
Total 1668 1639 29 351 Total 1664 1786 -122 1132
APPENDIX 7
5
THE ANALYSIS OF MEAN SCORE, IDEAL MEAN SCORE (Mi), AND
IDEAL STANDAR DEVIATION
1. Mean score of control group and experimental group on pre-test
N
x
Mx

=
=
32
1668
= 52.13
N
x
Mx

=
=
32
1664
= 52
2. Mean score of control group and experimental group on post-test
N
x
Mx

=
=
32
1639
= 51.22
N
x
Mx

=
=
32
1786
= 55.81
3. The analysis of ideal mean score (Mi)
Mi =

(Maximum score + Minimum score)

=

(100 + 0)
=

(100)
= 50
4. The ideal standard deviation (SDi)
SDi =

(Maximum score Minimum score)

APPENDIX 8
6
=

(100 0)
=

(100)
= 16.67
5. Standard deviation (SD) of control group on pre-test
n
x
s

=
2
32
5 . 1161
= s
30 . 36 = s
25 . 6 = s
6. Standard deviation (SD) of experimental group on pre-test
n
x
s

=
2
32
5 . 907
= s
38 . 28 = s
33 . 5 = s
7. Standard deviation (SD) of control group on post-test
n
x
s

=
2
32
802
= s
06 . 25 = s
01 . 5 = s
7
8. Standard deviation (SD) of experimental group on post-test
n
x
s

=
2
32
48 . 804
= s
14 . 25 = s
01 . 5 = s
MI + 1 SDi to MI + 3 SDi = High
50 + 1 (16.67) to 50 + 3 (16.67)
66.67 to 100
MI 1 SDi to < MI + 1 SDi = Average
50 1 (16.67) to < 50 + 1 (16.67)
33.33 to < 66.67
MI 3 SDi to < MI 1 SDi = Low
50 3 (16.67) to < 50 1 (16.67)
0,01 to < 33.33
8
THE RESULT OF HYPOTHESIS TESTING
|
|
.
|
\
|
+
|
|
.
|
\
|
+
E + E

=
Ny Nx Ny Nx
y x
My Mx
t
1 1
2
2 2
N
x
Mx

=
32
29
= Mx
91 . 0 = Mx
( )
N
X
X x
2
2
2

=
= 351
( )
32
29
2
= 351 26.28
= 324.72
N
y
Mx

=
32
122
= Mx
81 . 3 = Mx
( )
N
Y
Y y
2
2
2

=
= 1132 -
( )
32
122
2
= 1132 465.125
= 666.875
|
.
|
\
|
+
|
|
.
|
\
|
+
+

=
32
1
32
1
2 32 32
875 . 666 72 . 324
81 . 3 91 . 0
t
|
.
|
\
|
+
|
|
.
|
\
|
+
=
32
1
32
1
2 32 32
595 . 991
9 . 2
t
32
2
62
595 . 991
9 . 2
x
t =
99 , 0
9 . 2
= t
22 . 3 = t
Where:
APPENDIX 9
9
d.f = Nx +Ny -2
= 32 + 32 -2
= 62
Based on the t-table at significant rank 5% in degree of freedom (d.f.) 62
= 1,67

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